Wednesday, August 9, 2017

MAS: The Spirit of Truth

1) Breaking News: The educational rights of the Mexican
constituencies in the Treaty of Guadalupe Hidalgo territories north of the
border in terms of Public Educational Services are collective Treaty Rights,
articulations of the principles of International Law in regards to the Cultural
and Political Rights of Inhabitants of Ceded Territories. These treaty rights
are referenced by the articles 8 and 9 of the Treaty of Guadalupe Hidalgo 1848
[US-Mexico] which stipulated measures of protection for the rights of
"established" (AKA Documented) and "not-established" (AKA
Undocumented) Mexicans in the territories ceded by the government of the
Mexican Republic to the US domain in 1848 who:

"shall be maintained and
protected in the free enjoyment of their liberty and property, and secured in
the free exercise of their religion without restriction."

Confederacion Tolteca

For the collective constituencies of "established"
and "not -established" Mexican communities north of the border, the
Treaty of Guadalupe Hidalgo continues to serve as the international juridical
edifice that defines these entities as a unique geo-political bloc, possessing
International Personality codified in the treaty.

This standing in the international arena as a collective
constituency with international personality and corresponding rights that precede US annexation will
continue to provide the context for evaluation regarding the negation and
violation of such rights as long as the international border established in
1848 remains or, until the historical memory of the ChicanoMexicanoXicano
peoples is obliterated.

Clarification: There is no mention of "Latino",
"Hispanic", or "ethnic groups" in the Treaty of Guadalupe
Hidalgo provisions, and any legal defense of the collective rights of the
Mexican constituencies based on this domestic system of minority group
nomenclature would in fact of both history and law, result in a reduction of
these rights, following the same pattern of the "Reducciones de las Indias"
in the colonial superstructure of the Crown of Spain in the Americas.

As Indigenous families, communities, pueblos, nations,
confederacies of nations, workers and students, the educational rights of the
Mexican constituencies in the Treaty of Guadalupe Hidalgo territories north of
the border in terms of Public Educational Services are EXTRA-CONSTITUTIONAL.

As Indigenous families, communities, pueblos, nations,
confederacies of nations, workers and students, the educational rights of the
Mexican constituencies in the Treaty of Guadalupe Hidalgo territories north of
the border in terms of Public Educational Services are referenced in the UN Declaration on the Rights of Indigenous Peoples (2007) which call for states to
recognize, respect and provide guarantees for the following:

Article 14

1. Indigenous peoples have the right to establish and
control their educational systems and institutions providing education in their
own languages, in a manner appropriate to their cultural methods of teaching
and learning.

2. Indigenous individuals, particularly children, have the
right to all levels and forms of education of the State without discrimination.

3. States shall, in conjunction with indigenous peoples,
take effective measures, in order for indigenous individuals, particularly
children, including those living outside their communities, to have access,
when possible, to an education in their own culture and provided in their own
language.

Fundamental to the inherent nature of all Human Rights,
including the Right of Self Determination - the educational rights of the
Mexican constituencies in the Treaty of Guadalupe Hidalgo territories north of
the border in terms of Public Educational Services are legal obligations of the
settler state system imposed under the racist rubric of the Doctrine of
Manifest Destiny (1845), and instituted via the territorial acts and state
constitutions of the ceded territories, whose basis of jurisdiction on the
continent derives from the racist, nefarious and internationally denounced
"Doctrine of Discovery" of October 12, 1492, instituted via the
legaloid pronouncements of US Supreme Court Justice Marshall in the Johnson v.
M'Intosh decision of 1832.

Distinct from the "ethnic" designation of US
minority group status, with corresponding US Civil Rights protections for
"non-whites" such "Latino" or "Hispanic" and
"Native American" the educational rights of the Mexican constituencies
in the Treaty of Guadalupe Hidalgo territories north of the border in terms of
Public Educational Services are collective public and international
responsibilities to maintain the Peace Agreement of the Treaty of Guadalupe
Hidalgo 1848, and must be recognized as such for to deny these rights would
constitute a critical Treaty Violation and thus open up the question of the
validity of the other terms of the treaty, including the territorial
jurisdiction of the states of the two republics whose claims of dominion as
successor states to the Divine Right of the Kingdoms of Christendom in the
Americas under the under Crowns of England and Spain, via the Doctrine of
Discovery, do not stand the scrutiny of the Spirit of Truth.

2) Breaking News: None of the above is news, none of above
is being argued in the US courtroom defense of the Mexican American Studies
program in Tucson.

Therefore, we as Nican Tlacah, Indigenous Peoples of Anahuac
who reside in the territories of the O’otham Nations also known as the State of
Arizona now present the following demands and recommendations in pursuit of
realizing the intent of this letter:

In light of the fact that there is absolutely NO REFERENCE
in the current Arizona State Curriculum Standards for a track of study on the
relevance of the Doctrine of Discovery in terms of Social Studies, History or
Public Policy:

We demand that the Preliminary Study on the Doctrine of
Discovery, submitted to the UN Permanent Forum on Indigenous Issues be
integrated into the Social Studies Curriculum standards immediately for
implementation across the spectrum of services delivered by the Arizona
Department of Education at all levels across the state with no exceptions.

This preliminary study establishes that the Doctrine of Discovery has
been institutionalized in law and policy, on national and international
levels, and lies at the root of the violations of indigenous peoples’
human rights, both individual and collective. This has resulted in
State claims to and the mass appropriation of the lands, territories
and resources of indigenous peoples. Both the Doctrine of Discovery
and a holistic structure that we term the Framework of Dominance
have resulted in centuries of virtually unlimited resource extraction
from the traditional territories of indigenous peoples. This, in
turn, has resulted in the dispossession and impoverishment of
indigenous peoples, and the host of problems that they face today on a
daily basis.